Stem Cell Biology
Overview:
This collection of activities is designed to introduce students to the basic biology of stem cells
and stem cell research.
Summary of Activities:
Teachers may opt to implement all or some of these activities. Approximately 6 forty minute
class periods are required to complete all of the activities.
Activity title
(Estimated time required)
Students will…
Purpose
Public Opinion Survey
on Stem Cell Research
(20 minutes + homework)
 Complete a survey on their opinion and
knowledge about stem cells.
 Survey another student and an adult.
Engage, assess prior
knowledge
Analyzing Stem Cell
Survey Data
(40 minutes)
 Analyze the results of the class survey
 Discuss and identify key knowledge,
questions and concerns about stem cells.
Analyze and discuss
survey data to develop
awareness of different
perspectives
Stem Cell Basics
(40 minutes)
 View slide show -“Stem Cell Basics”
 The following four activities may be
integrated into the slide show
presentation.
Background knowledge
about stem cells and
stem cell research
Culturing Stem Cells
(40 minutes)
 Culture stem cells from plants
Three Ways to Make a
Pluripotent Stem Cell
Line
(40 minutes)
Genes and Stem Cell
Differentiation
(40 minutes or homework)
Controlling Stem Cell
Differentiation
(20 minutes + homework)
Treating A Broken Heart
(40 minutes)
A Revolutionary
Breakthrough
(40 minutes)
Stem Cell Follow-Up
Survey
(20 minutes)
 Use models and graphics to illustrate
how in vitro fertilization, therapeutic
cloning, and genetic reprogramming can
be used to make a pluripotent stem cell
line.
 Analyze simulated microarray data to
investigate the role of gene expression in
differentiation.
 Simulate treating embryonic and tissue
specific (adult) stem cells with growth
factors that lead to differentiation
pathways.
 Read a scenario about a stem cell therapy
clinical trial. Consider what patients
should know before they agree to
participate.
 Develop information products about
induced pluripotent stem cell technology
 Complete the follow-up survey and
reflect on how the lessons may have
affected their knowledge and opinions.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
Apply sterile technique
to cell culture
Apply knowledge of in
vitro fertilization,
therapeutic cloning,
and genetic
reprogramming.
Model differentiation
involing changes in
gene expression.
Model how chemical
factors and cell history
influence gene
expression.
Consider the risks and
benefits of stem cell
therapy and clinical
trials.
Illustrate gene transfer
to reprogram
differentiated cells.
Reflection, closure, and
assessment.
1
Correlation with New York State Learning Standards:
Standard 1
1.1c
Science provides knowledge, but values are also essential in making effective and ethical
decisions about the application of scientific knowledge.
1.2a
Inquiry involves asking questions and locating, interpreting, and processing information
from a variety of sources.
1.2b
Inquiry involves making judgments about the reliability of the source and relevance of
information.
1.3b
All scientific explanations are tentative and subject to change or improvement. Each
new bit of evidence can create more questions than it answers.
3.1a
Interpretation of data leads to the development of additional hypotheses, the
formulation of generalizations, or explanations of natural phenomena.
3.4b
Claims should be questioned if the data are based on samples that are very small, biased
or inadequately controlled.
3.4c
Claims should be questioned if fact and opinion are intermingled, if adequate evidence is
not cited, or if the conclusions do not follow logically from the evidence given.
Standard 4
1.2e
The cells of the body are of different kinds and are grouped in ways that enhance how
they function together.
1.2f
Cells have particular structures that perform specific jobs. These structures perform the
actual work of the cell.
2.1k
The many body cells in an individual can be very different from one another, even
though they are all descended from a single cell and thus have essentially the same
genetic instructions. This is because different parts of these instructions are used in
different types of cells, and are influenced by the cell’s environment and past history.
4.1d
The zygote may divide by mitosis and differentiate to form the specialized cells, tissues,
and organs of multicellular organisms.
5.2
Biological research generates knowledge used to design ways of diagnosing, preventing,
treating, controlling, or curing diseases.
7a
Societies must decide on proposals which involve the introduction of new technologies.
Individuals need to make decisions which will assess risks, costs, benefits, and trade-offs.
Laboratory Skills
 Organizes data through the use of data tables and graphs
 States an appropriate hypothesis
 Differentiates between independent and dependent variables
 Identifies the control group and/or controlled variables
 Collects, organizes, and analyzes data
 Analyzes results from observations/expressed data
 Formulates an appropriate conclusion or generalization from the results of an
experiment
 Recognizes assumptions and limitations of an experiment
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
2
Selected Internet Resources for Teachers and Students:
The following web sites provide useful background information on stem cells
Stem Cell Basics
http://stemcells.nih.gov/info/basics/
This web site from the National Institutes of Health covers basic information including:
 What are the unique properties of all stem cells?
 What are the similarities and differences between embryonic and tissue specific
(adult) stem cells?
 What are the potential uses of human stem cells and the obstacles that must be
overcome before these potential uses will be realized?
Understanding Stem Cells
http://dels.nas.edu/bls/stemcells/booklet.shtml
This educational primer from the National Academies provides basic knowledge to
facilitate thinking about and understanding the scientific and ethical issues surrounding
stem cells. Free download or order free hard copies.
Stem Cells in The Spotlight
http://learn.genetics.utah.edu/units/stemcells/
A fantastic collection of classroom resources, lessons, animations, and classroom
activities from the University of Utah’s Genetics Science Learning Center.
North West Association for Biomedical Research: Stem Cell Curriculum http://www.nwabr.org/education/stemcell.html
This stem cell curriculum unit includes a variety of classroom activities that focus on the
biology and the ethical issues associated with stem cell.
NOVA Stem cells
http://www.pbs.org/wgbh/nova/sciencenow/3209/04.html
Online video, poll, and print resources to accompany the video.
International Society for Stem Cell Research http://www.isscr.org/public/index.htm
Great resources for the general public including a media library.
Potent Biology: Stem Cells, Cloning, and Regeneration –
http://www.hhmi.org/biointeractive/stemcells/index.html
Lecture series from the Howard Hughes Medical Institute with extensive, advanced
information on current stem cell research.
Stem Cell Research
http://www.abpischools.org.uk/res/coResourceImport/resources/posterseries/stemcell/index.cfm
Stem cell poster with related information and simple student activities
ExploreStemCells
http://www.explorestemcells.co.uk/
ExploreStemCells (for beginners) contains over 70 articles written by experts who
continually update and add new content.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
3
Stem Cell Research 101
http://www.kumc.edu/stemcell/intro.html
Accessible graphics and text written for the general public. Includes a slide show
presentation.
Stem Cell Resources
http://www.stemcellresources.org/
An incredibly comprehensive website with abundant science education resources on
stem cells. Sections to explore include: About, Cell Talk, For Educators, Multimedia,
SRC Library, Who’s Who, Policy and Law, Events.
The following videos and animations may be used to illustrate stem cell biology.
Stem Cells: Building and Maintaining the Body
http://www.cdb.riken.jp/en/05_development/0505_stemcells04.html
Animations to illustrate:
 The characteristics of stem cells
 Embryonic stem cells
 Tissue specific (adult) stem cells
 Stem cell culture and control of differentiation
Stem Cells Explained
http://www.umich.edu/news/stemcells/C_030206.html
Animations to illustrate:
 Stem cells defined
 Embryonic stem cells
 Cell specialization
 Adult stem cells
 Nuclear transfer
 Drug testing
Human Embryonic Stem Cells:
http://www.sumanasinc.com/webcontent/animations/content/stemcells_scnt.html
Animations to illustrate:
 Culturing embryonic stem cells
 Stem cell differentiation
 Nuclear transplantation
 Use of stem cells in drug testing
Human Embryonic Stem Cells Tutorial
http://www.sumanasinc.com/webcontent/animations/content/stemcells_diabetes.html
Animations to illustrate:
 Embryonic stem cells
 Differentiation
 Glucose regulation, type 1 diabetes, and using stem cells to treat diabetes.
How Embryonic Stem Cell Lines are Made
http://www.dnalc.org/stemcells.html
An animation to illustrate how cells are removed from the inner cell mass and cultured.
Would make a good introduction to culturing stem cells activity.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
4
Stem Cells: Seeds of Hope
http://www.teachersdomain.org/resources/tdc02/sci/life/cell/stemcellvid/assets/tdc02
_vid_stemcellvid/tdc02_vid_stemcellvid_56_mov.html
This video focuses on the potential for stem cell treatments and would be an excellent
introduction to activity on clinical trials for stem cell treatments. The language used is
very easy to understand.
Stem Cells Explained
http://www.umich.edu/stemcell/
Tutorial to illustrate stem cell biology.
http://www.lifesciences.umich.edu/research/featured/basics.html
This is video provides information on stem cell research and shows people whose lives
might be changed by stem cell research.
NOVA ScienceNOW Stem Cells
http://www.pbs.org/wgbh/nova/sciencenow/3209/04.html
15 minute video segment on stem cell biology. Also provides excellent accompanying
resources including:
 An interactive poll that explores the arguments for and against stem cell research.
 A slide show that illustrates how scientists create embryonic stem cells.
 Other sections include: An Alternative to Cloning, The Politics of Stem Cells, Related
Science News, and Ask the Expert.
Nova ScienceNOW Stem Cell Update
http://www.pbs.org/wgbh/nova/sciencenow/3302/06.html
8 minute video segment on a new way to create embryonic stem cells. Excellent
resources including Science News story on new way to make stem cells from skin cells
Making Sense of Stem Cells
http://www.isscr.org/public/MakingSenseOfStemCells.htm
Explains the basic concepts of stem cell research including:
 Cloning and nuclear transfer
 Human embryonic stem cells – where do they come from and how can they be used?
 Adult stem cell therapy
A Stem Cell Story
http://www.eurostemcell.org/films/a-stem-cell-story/English
This is a lively and interesting video introduction to stem cells. Be sure to explore the
other resources available at this site.
Stem Cell Interactive Laboratory
http://www.childrenshospital.org/research/_stemcell/
Illustrates how coaxing agents can be used to control stem cell differentiation. An
excellent activity that correlates with the Controlling Stem Cell Differentiation laboratory
simulation.
This project was generously funded by Science Education Partnership Award R25RR023285 from the National
Center for Research Resources. The content is solely the responsibility of the authors and does not necessarily
represent the official views of the National Center for Research Resources or the National Institutes of Health.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
5
Public Opinion Survey on Stem Cell Research
Summary:
Students complete a public opinion survey on stem cell research. They ask another student
and an adult to complete the same survey.
Objectives:

Students will consider their prior knowledge, questions, and concerns about stem cells
and stem cell research.

Students will develop curiosity about stem cell research and about the different
perspectives that others may have on this topic.
Preparing for class:

Consider beginning class by showing just the first few minutes of the video, Stem Cell
Gold Rush, KQED Quest at http://www.kqed.org/quest/television/stem-cell-gold-rush.
Show just the part of the video where people on the street explain what they know about
stem cells. Stop at the point that shows an electrophoresis gel. You could show the
remainder of the 10 minute video after students have completed the Stem Cell Basics
slide show in the next activity. Hint: You may need to hit the pause button to allow the
video to load completely if your computer has a low buffering capacity.

Each student will need 1 copy of the half-page memo from Hank Jones. (Optional)

Each student will need 3 copies of the Public Opinion Survey on Stem Cell Research.
In the classroom:
1. Show the first few minutes of the Stem Cell Gold Rush, KQED Quest at
http://www.kqed.org/quest/television/stem-cell-gold-rush. Stop at the point that shows
an electrophoresis gel.
2. Hand out the memo from Hank Jones. (Optional)
3. Hand out one copy of the public opinion survey.
4. Explain that different people may have very different knowledge, questions, and
opinions about stem cell research. You would like to understand what they know and
think about stem cells and stem cell research.
5. Allow 10-15 minutes for students to work individually to complete the survey. To ensure
confidentiality, they should NOT put their names on the survey.
6. Collect the surveys.
7. Hand out 2 additional copies of the public opinion surveys.
8. Explain that having others complete the public opinion survey will help them understand
what other people think about stem cell research.
9. Tell students that their homework assignment is to have this survey completed by two
other people: another student (not in your classes) and a parent or other adult. To
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
6
ensure confidentiality, the names of the survey participants should NOT appear on the
surveys. Students should indicate at the top of the survey whether the survey was
completed by an adult or by another student.
10. Explain that you will collect the adult and student surveys from each student at the
beginning of class tomorrow.
11. Read the surveys completed by the students in your classes to become aware of students’
prior knowledge, questions, and concerns.
12. Follow this activity with the Analyzing Stem Cell Survey Data activity or provide an
alternative opportunity for students to share the results of these surveys.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
7
From: Hank Jones, Campaign Manager for Senator Brown
To: Campaign Public Relations Team
Senator Brown needs to discuss his position on the stem cell research issue
at the political debate next week.
Please conduct and analyze a public opinion survey to identify:
 What the public knows about stem cells and stem cell research.
 What concerns or questions the public has about stem cell research.
From: Hank Jones, Campaign Manager for Senator Brown
To: Campaign Public Relations Team
Senator Brown needs to discuss his position on the stem cell research issue
at the political debate next week.
Please conduct and analyze a public opinion survey to identify:
 What the public knows about stem cells and stem cell research.
 What concerns or questions the public has about stem cell research.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
8
Survey completed by (check 1): ____ Student
____ Adult
Public Opinion Survey on Stem Cell Research
1. Have you heard or read about stem cells? ____ Yes _____ No
2. List 3 or 4 things you think you know about stem cells.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. Do you think scientists should be able to do research on stem cells?
___ Yes
___ Maybe
___No
____No Opinion
4. Explain your position.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. What concerns or questions do you have about stem cells?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
9
Analyzing Stem Cell Survey Data
Summary:
Students work in teams to analyze the class data from the public opinion survey. They also
discuss and summarize information related to the public’s knowledge, concerns, and
questions about stem cell research.
Objectives:
Students will…

Create a graph and data table to summarize the data from the public opinion survey.

Draw conclusions based on the survey data.

Discuss and summarize the kinds of knowledge, questions, and concerns that people
have about stem cells and stem cell research.

Recognize that other people may have different perspectives on stem cells and stem cell
research.
Preparing for class:
1. Review the surveys completed by students during the
previous activity
2. Prepare a class poster with the axes for a bar graph (as
shown to the right).
3. Each student will need:


1 copy of Analyzing Stem Cell Survey Data for each
student.
Yes
Maybe No
At least 2 yellow and 1 blue 3”X3” Post-It notes per
student.
No
Opinion
4. Each team of 3 or 4 students will need a marker and one sheet of poster paper.
In the classroom:
1. Remind students that they are to indicate (at the top of the surveys) whether the survey
was completed by an adult or by another student.
2. Collect one student survey from each student in the class.
3. Collect one adult survey from each student in the class.
4. Shuffle these surveys with the surveys completed by students in the class.
5. Distribute surveys randomly. Give each student 2 student surveys and 1 adult survey.
6. Distribute 2 yellow and 1 blue Post-It notes to each student.
7. Read (and possibly model) these instructions for the students:
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
10

For each student survey, write “yes”, “maybe”, “no” or “no opinion” on a YELLOW
Post-It note to indicate each student’s response to question 3.

Place these yellow Post-It notes in the appropriate location on the poster to create
four bars on the class bar graph (as shown in the diagram above).

For each adult survey, write “yes”, “maybe”, “no” or “no opinion” on a BLUE Post-It
note to indicate each adult’s response to question 3.

Place these blue Post-It notes on the poster next to the yellow ones, to create four
NEW bars on the class bar graph.
8. Distribute 1 copy of Analyzing Stem Cell Survey Data to each student.
9. Ask students to work in teams of three or four students to complete the Analyzing Stem
Cell Survey Data activity.
10. As the teams work, distribute 1 marker and 1 sheet of poster paper to each team of
students.
11. At the end of class, post the class data poster and each team’s poster in the classroom.
Save or display until all stem cell activities have been completed.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
11
Analyzing Stem Cell Survey Data
Senator Brown would like you to analyze and report on the results of the public opinion
survey that you conducted.
1. Use the class bar graph to determine the:

Total number of students surveyed _______

Total number of adults surveyed _______

Combined number of students and adults surveyed _______
2. Use the information from the class bar graph to complete the last three columns of the
following data table. Note: To do this you will need to convert the number of survey
respondents into percentages.
Do you think that
scientists should be
able to do stem cell
research?
Class Survey Data
%
Students
%
Adults
%
Combined
Yes
Maybe
No
No Opinion
3. State two conclusions that you can draw based on the information in the bar graph and data
table.

______________________________________________________________________
______________________________________________________________________

______________________________________________________________________
______________________________________________________________________
4. Work with your team to read and discuss the information, questions, and concerns that
people provided on their surveys. Make a poster that lists:

4 important or interesting things that people think they know about stem cells and stem
cell research.

4 important or interesting concerns or questions that people have about stem cells and
stem cell research.
Be certain to put your team members’ names at the bottom of the poster.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
12
Stem Cell Basics
Summary:
Students view and “make notes on” an interactive slide show on the biology of stem cells and
stem cell research. Several options for hands-on activities to illustrate concepts in the slide
show are provided.
Objectives:
Students will…

Describe 3 characteristics of stem cells

Distinguish between pluripotent and multipotent stem cells.

Compare embryonic and tissue specific (adult) stem cells (source, functions, and
potentials)

Distinguish between in vitro fertilization, therapeutic cloning, and genetic
reprogramming.

Explain the role of a cells genes, environment, and past history in cell differentiation

Identify potential applications for stem cell research

Identify risks associated with the use of stem cells for treating diseases

Relate this information to the statements, questions, and concerns from the Public
Opinion Survey activity.
Preparing for class:
1. Preview the Stem Cell Basics slide show and Making Notes handout. See separate file
titled Stem Cell Basics Slide Show.
NOTE: To open the Stem Cell Basics slide show, you will need to have Adobe
FLASH Player installed on your computer.
To download FLASH player, go to
http://www.adobe.com/shockwave/download/download.cgi?P1_Prod_Versio
n=ShockwaveFlash
Once FLASH Player is installed on your computer:
1. Click on the “Stem Cells” file.
2. Click on “Select program from list”
3. Select “Open with Internet Explorer”
4. Click on beige bar at the top to “Allow Blocked Content”
5. Click to allow blocked content.
2. Refer to the teacher resources listed below for additional background information.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
13
3. Each student will need:

1 copy of Stem Cell Basics—Making Notes

1 copy of Reflecting on Stem Cell Basics

1 file card (3” x 5”)
4. Consider using one or more of the following activities during, or at the end of, the slide
show presentation:

Culturing Stem Cells

Three Ways to Make an Embryonic Stem Cell Line

Controlling Stem Cell Differentiation

Genes and Stem Cell Differentiation
Note: If you do not have access to a computer projector, you can print stem cell fact sheets
downloaded from the Internet for your students. Students can use the information in the
fact sheets to complete the Making Notes. Some examples of fact sheets you could use are:
Stem Cell Facts: The next frontier? http://isscr.org/PUBLIC/ISSCR08_PubEdBroch.pdf
Stem Cell 101 http://www.kumc.edu/stemcell/mature.html (Print the introduction, and
the sections on mature stem cells, and early stem cells.)
In the classroom:
1. Distribute 1 copy of Stem Cells - Making Notes or Stem Cell Review Sheet to each
student.
2. Ask students to work individually to complete the Stem Cell Basics - Making Notes sheet
during the slide show presentation.
3. Use the Stem Cell Basics slide show to present information on stem cell biology.
4. Consider integrating related hands-on activities into this slide show presentation.

Pause after slide 11 if you are doing the Culturing Stem Cells activity

Pause after slide 15 if you are doing the Three Ways to Make a Pluripotent Cell Line
activity

Pause after slide 19 if you are doing the Genes and Stem Cell Differentiation activity

Pause after slide 21 if you are doing the Controlling Stem Cell Differentiation activity
5. At the end of the slide show, distribute 1 file card to each student. Students should work
individually to follow the “Ticket to Leave” instructions at the end of Making Notes.
6. (optional) Show the remainder of the video Stem Cell Gold Rush, KQED Quest
http://www.kqed.org/quest/television/stem-cell-gold-rush to review and add to what
students learned.
7. Distribute 1 copy of Reflecting on Stem Cell Basics to each student.
8. Ask students to work with their team to complete the Reflecting on Stem Cell Basics
activity.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
14
Stem Cell Basics – Making Notes
Notes
Your drawings, questions, or reactions
1. Most cells are differentiated. What does
that mean?
Differentiated cells have specialized
structures and functions.
2. Compare these two types of cells.
Differentiated
Cells
Specialized
structures and
functions.
Undifferentiated
Cells
Lack specialized
structures and
functions.
Stem cell
Place the word stem cell in the appropriate
column.
3. List three characteristics of stem cells
a.
Are undifferentiated
Illustrate each characteristic of stem cells
…………………………………………………
b.
Can divide by mitosis to self-renew
…………………………………………………
………………………………………………..
c.
Can differentiate into specialized cells
………………………………………………...
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
15
4. Compare pluripotent and multipotent stem
cells
Pluripotent Stem
Cells
Multipotent
Stem Cells
Can differentiate
into all cell types
in the body
Can only
differentiate into
some of the cells in
the body
5. Two basic types of stem cells

Tissue specific (adult)

Embryonic
6. Four places tissue specific (adult) stem
cells could be found


Skin, muscle, brain, heart, bone
marrow, and many other types of
tissues


7. Why do you have tissue specific (adult)
stem cells in your body?
To build tissues and serve as the body’s
repair system.
Two processes carried out by the tissue
specific (adult) stem cells in your body

Mitosis

Differentiation
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
16
8. Why are tissue specific (adult) stem cells
considered multipotent?
Because they can only differentiate into a
limited number of cell types.
9. Where are embryonic stem cells found?
Be specific.
In the inner mass cells of a blastocyst.
10. How big is a blastocyst?
The size of the eye on a dime.
11. How are cells from a blastocyst cultured to
make an embryonic stem cell line?
They are transferred to a culture dish that
contains a culture medium.
12. How is in vitro fertilization (IVF) used to
make an embryonic stem cell line?
A donated egg and donated sperm are
combined in a culture dish and form a
zygote. The zygote divides to form a
blastocyst. Inner mass cells are
transferred from the blastocyst to a culture
dish.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
17
13. How is nuclear transplantation
(therapeutic cloning) used to make an
embryonic stem cell line?
The nucleus is removed from an egg. A
nucleus from a skin cell is transferred into
the egg. The egg then divides to form a
blastocyst. Inner mass cells are
transferred from the blastocyst to a culture
dish.
Why might making stem cells that are
genetically identical to a patient’s cells be
important?
They would not be rejected if they are
transplanted into a patient.
14. How is genetic reprogramming used to
make induced pluripotent stem cells that
are like embryonic stem cells?
Viruses are used to add specific genes to a
skin cell.
15. Why are embryonic stem cells considered
pluripotent?
They can differentiate into all cell types.
16. One reason why scientists think that it is important to do research using stem cells that
are…
 Made by in vitro fertilization
Easy to grow and pluripotent

Made by nuclear transplantation
Not rejected by patient and pluripotent

Induced pluripotent stem cells
Not rejected by patient and pluripotent

Tissue specific stem cells
Not rejected by patient and demonstrated success for treating some
diseases.
17. Two processes needed to change
embryonic stem cells into all of the cells in an
adult body
Mitosis and differentiation
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
18
18. In your own words, define differentiation.
The development of specialized cell
structures and functions.
19. All of your body cells contain the same
genes (DNA). Explain why skin cells and
muscle cells are different even though they
contain the same genes.
Because different genes are turned on (or
off) in different cells.
Two substances that are produced when a
gene is turned on:

RNA

protein
20. What is the name for signal substances
that cause stem cells to differentiate?
Growth factors
Explain how the different signal substances
caused the stem cell to become a skin cell or a
muscle cell.
They attach to receptors on the surface of
the cells and send messages to the cell to
turn different genes on and off.
Explain what is meant by this sentence. “Cell
differentiation is influenced by the cell’s
environment.”
Different growth factors in the cell’s
environment can determine how a cell
differentiates.
21. Explain what is meant by this sentence.
“Cell differentiation is influenced by a cells
past history.”
Once a cell goes down a “branch” it
become limited in the type of cells it can
form.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
19
21. Looking at a muscle cell’s past history, do
you think you could get a muscle cell to turn
into a blood cell? Explain.
Student answers will vary. New research
has made it possible to “reverse” the
differentiation process and turn
differentiated cells into other types of cells.
22. If scientists could learn how to control the differentiation of stem cells, they might use this
to…
Student answers will vary.
23. Human stem cells have been used to…
Treat leukemia or replace abnormal blood
cells.
24. Human stem cells might be used to…
Treat cardiovascular disease or repair
damaged heart muscle cells.
25. Human stem cells might be used to…
Repair spinal cord injuries
26.
Human stem cells might be used to...
Treat diabetes
27. Human stem cells could also be used
for…. (list 3 other things)

Study human development

Model human diseases

Develop new drugs
28. What risks do you think might be associated with stem cell therapy?
Student answers will vary.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
20
29. Two potential risks associated with stem
cell therapy.

Cells may become tumor-like

Cells may be rejected or other
complications
One example of a possible complication.
Student answers will vary
30. What ethical and legal questions do you think might be associated with stem cell research
and stem cell therapy?
Student answers will vary.
31. Three examples of ethical or legal
questions associated with stem cell research
and stem cell therapy.




When does human life begin?
Who owns stem cells?
Rights of blastocyst versus patient?
Who decides of blastocysts can be
used for research?
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
21
Ticket to leave
On one side of a file card, write your name and two questions that you have about stem
cells, stem cell research or stem cell therapy?
One the other side of the file card, indicate which you think should be used for stem cell
research and stem cell therapy - embryonic stem cells, tissue specific (adult) stem cells,
or both. Explain your answer.
Ticket to leave
On one side of a file card, write your name and two questions that you have about stem
cells, stem cell research or stem cell therapy?
One the other side of the file card, indicate which you think should be used for stem cell
research and stem cell therapy - embryonic stem cells, tissue specific (adult) stem cells,
or both. Explain your answer.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
22
Reflecting On the Stem Cell Basics
After viewing the Stem Cell Basics slide show, revisit your team’s poster.
1. For each of the “know” statements on your poster:

Put a “yes” in front of the statements that are true.

Put a “no” in front of the statements that are false.

If you are unsure whether a statement is true or false, put a “?”.
2. For each of the four “questions or concerns” on your poster, use a different color of
marker to write an answer or response.
Reflecting On the Stem Cell Basics
After viewing the Stem Cell Basics slide show, revisit your team’s poster.
1. For each of the “know” statements on your poster:

Put a “yes” in front of the statements that are true.

Put a “no” in front of the statements that are false.

If you are unsure whether a statement is true or false, put a “?”.
2. For each of the four “questions or concerns” on your poster, use a different color of
marker to write an answer or response.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
23
Culturing Stem Cells
Summary:
Students culture plant stem cells and discuss sterile techniques.
Objectives:
Students will

Discuss sterile techniques and culture conditions essential for culturing plant stem cells.

Design and conduct a simple controlled experiment to determine which part of
cauliflower contains stem cells.
Preparing for class (do these preparations up to 2 weeks before)
1. Prepare culture plates (one per student team). These instructions prepare enough
culture plates for 10 teams of students. Hint: make a few extras!

Pour 260mL distilled water into a 500mL Erlenmeyer flask

Add a stir bar

Seal the flask lightly with aluminum foil (so that the foil extends at least 2 inches
down from the lip of the flask

Bring the water to a boil on a hotplate

Boil the water for 10 minutes

Take the water off the hotplate, allow to cool (until it stops bubbling is fine)

Add 10g Murashige and Skoog Media

Return flask to hotplate and boil for 10 minutes with stirring (Watch this carefully so
that it doesn’t boil over)

Allow the media to cool (until you can comfortably handle the flask, about 10
minutes) and add 0.5mL of PPM (a fungicide).

Pour about 20-25 mL of media into Petri plates (100 mm X 15 mm). Immediately put
lids on the Petri plates. Note, you will need five cups for each class.

Allow to solidify (overnight is fine)

If you are not using them immediately these culture plates may be placed in the
refrigerator for up to 2 weeks.
2. Prepare 1500 mL sterilized water.

Put tap or distilled water in one or more Erlenmeyer flasks.

Seal the flask(s) lightly with aluminum foil.

Boil for at least 10 minutes.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
24
3. Prepare 700 mL of 10% bleach solution

Mix 70 ml unscented household bleach with 630 ml distilled or tap water
4. Prepare sterile work surfaces (one per student team)

Fold aluminum foil as shown in the diagram—in thirds one way then in thirds the
other way with the shiny side on the outside. Bake in 325 degree oven for 30
minutes.
Preparing for class (do these preparations no more than 1 day before class)
1. Prepare sterile cauliflower pieces (one per team)

Cut cauliflower into cherry-sized piece of cauliflower per student team. Small pieces
work best but they should each have a noticeable stem and curd portion.

Place all the pieces of cauliflower into a beaker with 10% bleach. Make sure all the
pieces are submerged in the 10% bleach solution (you may need to place a weight on
top to submerge them).

Soak the cauliflower in the bleach solution for 10 minutes.

Pour the bleach solution off the cauliflower (use your gloved hands to hold the
cauliflower pieces in the beaker).

Pour 500mL cooled sterilized water into the beaker (stir the pieces with the sterile
forceps).

Pour the water off.

Repeat steps 5-6 two more times

Cover the beaker with foil (face the “Sterile” side of the foil towards the inside of the
cauliflower, ie, the side that is wrapped on the inside of the roll) and store in the
fridge for no more than 1 night.

When distributing to student teams, handle with sterile forceps (soak in 10% bleach
and rinse with sterilized water)
2. Prepare sterile scissors and forceps (one each per team) by soaking them in a beaker of
rubbing alcohol.
In the classroom:
1. Distribute 1 copy of Culturing Stem Cells to each student
2. Show students what materials they will be given.
3. Students read the introduction and fill in the “Do” and “Don’t” boxes at the bottom.
4. Students share and discuss their lists of do/don’t with the class. Encourage students to
add to their do/don’t lists.
5. Students write an explanation of how they will set up their controlled experiment and
predict what results they expect if their hypothesis is correct.
6. Students set up their experiment.
7. Results and conclusions can be completed approximately 1-2 weeks later.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
25
Lab Prep “Quick Guide” for Culturing Stem Cells Activity
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
26
Culturing Stem Cells
For safety and cost reasons, we cannot use real human or animal tissues as a source of stem
cells. But plants have stem cells that can be cultured successfully if you use the appropriate
sterile techniques and culture conditions. So we’ll be using a cauliflower plant as a source of
stem cells. You will try to grow the plant stem cells on a gelatin-like culture medium that
contains nutrients which the stem cells need to survive.
Your task is to determine what parts of a piece of cauliflower (the “curd” or the stalk) could be a
used as a source of stem cells for growing on a culture medium. A culture medium is a liquid or
gelatinous substance containing nutrients which cells need to survive.
Question: In what part of a cauliflower are the stem cells located—the “curd” or the
stalk?
Your hypothesis:
_________________________________________________________________________
_________________________________________________________________________
If you were given the following materials, what procedure would you use to test your
hypothesis?
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
27
Bacteria and molds can also grow on the culture medium. Before you begin, talk with
your partner about what you should do to keep the equipment and plant parts as sterile (free of
mold and bacteria) as possible. Make a list of the things that you should be careful to do and
not do to keep the plant parts sterile.
Do
__________________________________
Do NOT
__________________________________
__________________________________
__________________________________
Student answers will vary.
Student answers will vary.
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
________________________
___________________________
Hint: You will need to cut the large piece of cauliflower into
smaller “pea-sized” pieces of cauliflower for your experiment.
Plan your experiment:
1. Explain how you will set up a controlled experiment to test your hypothesis.
_________________________________________________________________________
Student answers will vary. Check to be sure they have a control for their experiment.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Predict what results you would expect from your experiment if your hypothesis was correct.
Student answers will vary. Students should predict that the plant part(s) that they
indicated in their hypothesis should divide to form new cells.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
28
3. Ask your teacher to:

Check your experiment plan and your predictions.

Provide the materials needed to conduct your experiment.
Conduct your experiment:
4. Set up your experiment. Be sure to put your team members’ names on the bottom of the
plate.
5. Results: (Visible growth may take 1-2 weeks, depending on light and temperature
conditions)
_________________________________________________________________________
Students may observe no growth, growth, or mold/bacteria contamination.
_________________________________________________________________________
_________________________________________________________________________
6. Conclusions:
_________________________________________________________________________
Students answers will vary based on the results that they observed.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
29
Three Ways to Make a Pluripotent Stem Cell Line
Summary:
Students model and describe how the processes of in vitro fertilization and therapeutic
cloning (nuclear transplantation) can be used to create a pluripotent stem cell line.
Objectives:
Students will…

Model and explain how in vitro fertilization could be used to produce a blastocyst and a
pluripotent stem cell line.

Model and explain how therapeutic cloning (nuclear transplantation) could be used to
produce a blastocyst and a pluripotent stem cell line.

Model and explain how genetic reprogramming can be used to create a pluripotent stem
cell line.
Preparing for class:
1. Each student will need 1 copy of Three Ways to Make a Pluripotent Stem Cell Line
2. Each team of students will need an activity kit containing:

Two condiment cups that each contain a yellow bead. Label the cups “Egg Cell.” The
beads should be small enough to fit into a large bore straw.

One blue bead with a small piece of wire/twist tie attached to represent the sperm
flagellum.

Two condiment cups that each containing a green bead. Label the cups “Skin Cell.”
The beads should be small enough to fit into a large bore straw. Optional: Punch a
hole in the lid that is large enough to fit a jumbo straw.

A microtube containing 4 very small beads. Label ““Virus with 4 Master Genes.”

One wide bore straw to simulate a pipet used to transfer nuclei (beads).

A 100 mm. diameter plastic Petri plate (top or bottom) labeled “Culture Dish.”

A “Development Diagram Sheet” with a series of diagrams illustrating how the
zygote develops into a blastocyst and how inner cell mass is transferred into a culture
dish to create an embryonic cell line. Consider cutting and laminating the diagram
cards so they can be recycled.

A pair of scissors (if the teacher has not already cut out the diagram cards)
In the classroom:
1. Explain that embryonic stem cells are isolated from a blastocyst produced through in
vitro fertilization or therapeutic cloning. They will model how both of these processes
can be used to create an embryonic stem cell line.
2. Distribute one copy of Three Ways to Make a Pluripotent Stem Cell Line to each student.
3. Distribute an activity kit to each team of students.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
30
4. When students call you over to check their work, ask them to explain their models and
their graphic sequences.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
31
Development Diagram Sheet (Cut along dotted lines)
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
32
Three Ways to Make a Pluripotent Stem Cell Line
1.
In Vitro Fertilization (IVF)
In vitro is a Latin term, meaning “in the glass”. In vitro refers to growing cells in
laboratory containers (i.e. test tubes or culture dishes) instead of in a living organism.
In vitro fertilization (IVF) offers infertile couples a chance to have a child who is
biologically related to them. With IVF, a method of assisted reproduction, a man's
sperm and the woman's egg are combined in a laboratory dish (“in vitro”), where
fertilization occurs. Two to four of the resulting embryos are then transferred to the
woman's uterus (womb) to implant and develop naturally. Extra (“left-over”)
embryos may be stored for future use or may be donated and cultured for use in
embryonic stem cell research.
After many mitotic divisions in a laboratory dish, this single cell forms a blastocyst
(an early stage embryo with about 100 cells) with DNA from both of the parents.
Embryonic stem cells can be isolated by transferring cells from the inner cell mass of
the blastocyst to another laboratory culture dish.
1. Model the process by which in vitro fertilization forms a zygote. Use the culture dish, the
sperm cell model, one of the egg cell models.
2. Cut along the dotted lines on the Development Diagram Sheet to make a set of diagram
cards.
3. Arrange the diagram cards in the correct sequence to illustrate how the zygote develops into
a blastocyst that is a source of embryonic stem cells used to create an embryonic stem cell
line.
4. Call your teacher over to check your work.
5. In your own words, explain how in vitro fertilization is used to produce a blastocyst and an
embryonic stem cell line.
Egg cells and sperm cells are placed in a culture dish. They combine to form a
zygote. The zygote divides to form a blastocyst. Inner mass cells of the blastocyst
are transferred to another culture dish.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
33
2.
Therapeutic Cloning
(also called Somatic Cell Nuclear Transplantation)
In therapeutic cloning an egg is placed in a laboratory dish and the egg’s nucleus is
removed. At the same time, the nucleus of a somatic cell (a body cell other than a
sperm or egg cell), which contains the organism's DNA is removed and the rest of the
cell discarded. The nucleus of the somatic cell is then inserted into the enucleated egg
cell. The egg containing the new nucleus is stimulated with a shock so that it begins
to divide.
After many mitotic divisions in a laboratory dish, this single cell forms a blastocyst
(an early stage embryo with about 100 cells) with almost identical DNA to the original
organism. Embryonic stem cells can be isolated by transferring cells from the inner
cell mass of the blastocyst to another laboratory culture dish.
6. Model the process of therapeutic cloning (nuclear transplantation) to form a cell that
begins the development process. Use the culture dish, egg cell model, straw (to transfer the
nucleus) and skin cell model.
7. Arrange the diagram cards in the correct sequence to illustrate how the new cell develops
into a blastocyst that is a source of embryonic stem cells used to create an embryonic stem
cell line.
8. Call your teacher over to check your work.
9. In your own words, explain how in therapeutic cloning is used to produce a blastocyst and
an embryonic stem cell line.
The nucleus is removed from an egg cell. Another nucleus is transferred from a
skin cell into the egg cell. The resulting cell divides to form a blastocyst. Inner
mass cells of the blastocyst are transferred to another culture dish.
10. State one similarity between a blastocyst created by in vitro fertilization and a blastocyst
created by therapeutic cloning.
They both have inner mass cells that can be used to make an embryonic stem cell
line.
11. State one difference between a blastocyst created by in vitro fertilization and a blastocyst
created by therapeutic cloning (nuclear transplantation).
The nucleus of the bastocyst produced by in vitro fertilization is not identical to
either the egg cell or the sperm cell nuclei. The nucleus of the blastocyst cells
produced by therapeutic cloning (nuclear transplantation) is identical to the
nucleus of the skin cell.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
34
3.
Gene Transfer Reprograms
Differentiated Cells into Embryonic Stem Cells
Scientists report that they have turned human skin cells into what appear to be
embryonic stem cells without having to make or destroy an embryo. Until now, the only
way to get human embryonic stem cells was to pluck them from a human embryo,
destroying the embryo in the process.
In this new technique for making embryonic stem cells, the scientists used viruses to
transfer master regulator genes into skin cells. These master regulator genes turn other
genes on or off, reprogramming the skin cells into undifferentiated cells. The
reprogrammed skin cells, called induced pluripotent stem cells (IPSCs) appear to
behave very much like human embryonic stem cells. They can be cultured and should
be able to differentiate into any of the 220 cell types of the human body.
The new method could be used to create genetically matched cells which would not be
rejected by the immune system if used as replacement tissues for patients. Even more
important, scientists say, is that genetically matched cells from patients would enable
them to study complex diseases, like Alzheimer’s, in the laboratory. For example,
researchers could make stem cells from a person with a disease like Alzheimer’s and
turn the stem cells into nerve cells in a Petri dish. Then they might learn what goes
wrong in the brain and how to prevent or treat the disease.
Creating IPSCs includes potentially risky steps, like using viruses to insert the genes into
the cells’ chromosomes. These viruses slip genes into chromosomes at random,
sometimes causing mutations that can make normal cells turn into cancers. And one of
the genes used to make IPSCs is a cancer gene. In addition, IPSCs may yet prove to have
subtle differences from embryonic stem cells that come directly from human embryos.
Researchers are now trying to create IPSCs by adding chemicals or using harmless
viruses to get the genes into cells.
Modified from:
http://www.nytimes.com/2007/11/21/science/21stem.html?_r=2&bl=&ei=5087&en=7857a1f63763a21e&ex=1195707600&oref=slogi
n&pagewanted=&oref=slogin
1. What is an “induced pluripotent stem cell” (IPSC)?
Skin cells that have been reprogrammed into undifferentiated cells. Induced
pluripotent stem cells (IPSCs) appear to behave very much like human embryonic
stem cells. They can be cultured and should be able to differentiate into any of
the 220 cell types of the human body.
2. Describe the process the scientists used to create “induced pluripotent stem cells.”
Scientists used viruses to transfer master regulator genes into skin cells. These
master regulator genes turn other genes on or off, reprogramming the skin cells
into undifferentiated cells.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
35
3. Use the models of a skin cell and a virus in kit to illustrate how a skin cell could be
reprogrammed to make an embryonic stem cell.
4. Call your teacher over to check your work.
5. Explain two benefits associated with this stem cell research.
It reduces ethical concerns because no embryos are destroyed.
It produces pluripotent stem cells that are not rejected when they are
transplanted.
6. Explain two limitations associated with this stem cell research.
Viruses insert genes into chromosomes at random, sometimes causing mutations
that can make normal cells turn into cancers. One of the genes used to make
IPSCs is a cancer gene. IPSCs may have subtle differences from embryonic stem
cells that come directly from human embryos.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
36
Genes and Stem Cell Differentiation
Summary:
Students use simulated microarrays that illustrate that differentiation is a result of turning
on and turning off different genes. Students also read an article that explains how scientists
have manipulated genes to change differentiated cells into cells that are similar to embryonic
stem cells.
Objectives:
Students will…

Define “gene expression.”

Explain that differentiation results with specific environmental factors turn on or turn
off the expression of specific patterns of genes.

Compare the genes that are expressed or silenced in embryonic stem cells, ectoderm
cells, mesoderm cells, and endoderm cells.

Identify growth factors that could be used to “coax” embryonic stem cells into the three
different cell types.
Preparing for class:

Copy one set of 4 microarray color transparencies (gray, green, blue, and red) per team
of 2-4 students. Cut along dotted lines to make a set of 4 microarrays - gray, red, blue,
green.

Make 1 copy of Genes and Stem Cell Differentiation per student.
In the classroom:
1. Distribute 1 set of “microarrays” to each student team.
2. Distribute 1 copy of Genes and Stem Cell Differentiation for each student.
3. Read or explain the first page. Ask students to write (and then share) a definition for
gene expression.
4. Read or explain the information on microarray technology. Ask students to explain how
they will tell if a gene is active.
5. Ask students to work in teams of 2-4 students to complete the activity.
Teacher Note: For more advanced classes you may wish to discuss the fact that current research
indicates that control of differentiation may involve regulation at multiple levels.

Transcriptional—the production of mRNA (illustrated in this activity)

Translational—the production of proteins

Post-translational—the activation or deactivation of proteins.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
37
Embryonic Stem Cells Microarray
1
2
3
4
A
B
C
D
Ectoderm Cells Microarray
1
2
3
4
A
B
C
D
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
38
Mesoderm Cells Microarray
1
2
3
4
A
B
C
D
Endoderm Cells Microarray
1
2
3
4
A
B
C
D
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
39
Genes and Stem Cell Differentiation
Once stem cells have been isolated, scientists need to figure out how to get them to differentiate
into needed kinds of specialized cells. Research has shown that differentiation results when
growth factors (“coaxing agents”) cause specific genes to be expressed (turned on) and other
genes to be silenced (turned off).
In this laboratory activity, you will:

Simulate one type of research used determine which genes are turned on or off when
embryonic cells differentiate into three types of cell lines—ectoderm, mesoderm, and
endoderm.

Use this information to select growth factors that could be used to turn on and turn off
genes in embryonic stem cells to “coax” them to differentiate into different cell lines.
First, scientists need to determine which genes in the embryonic stem cells are turned on and
which genes are turned off as embryonic stem cells differentiate into ectoderm, mesoderm, or
endoderm cells.
When a gene is expressed (turned on), it produces RNA that leads to production of a protein
that results in specific cell structures or functions.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
40
Cell Structure and Function
In your own words, explain the sequence of events that occur when a gene is expressed.
The DNA makes RNA. The RNA makes a protein. The protein makes cell
structures or carries out cell functions.
Microarray technology can be used to compare which kinds of RNA produced when genes are
expressed in different types of cells. A microarray is a slide that has spots of DNA from known
genes. RNA samples from different types of cells are added to a microarray. The RNA will
ONLY bind to complementary DNA (genes) on the microarray. If a gene is expressed (turned
on) in a cell, it will make RNA that binds to the DNA on the microarray. The binding results in a
colored spot on the microarray.
Active gene makes RNA
RNA binds to
this gene spot.
RNA cannot bind to
this gene spot.
.
Why does the RNA bind to one spot and not to the other spot?
The RNA only binds to DNA spots that have a complementary base code
sequence.
How will you tell which genes are expressed by a cell?
Genes that are active make RNA that binds to spots on the microarray.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
41
For this activity, you will use a set of four simulated microarrays representing four
different types of cells.
1. Obtain a gray embryonic (undifferentiated) stem cell microarray. Any coordinates (for
example, 1-A) that are gray represent genes that are active (making RNA) in an embryonic
stem cell.
2. Obtain a red ectoderm microarray. The red spots represent genes that are active in
ectoderm cells.
3. Place the red microarray over the gray microarray, matching up the circles on the two slides.
4.
The red-gray spots on the overlapped microarray indicate genes that are active in both
embryonic stem cells and ectoderm cells. These genes are NOT likely to cause the
undifferentiated embryonic stem cells to differentiate into ectoderm cells.
5. List the coordinates of the gray spots. These spots indicate genes that are only active in
undifferentiated embryonic stem cells. __1D 2C 3B _____________________
6. List the coordinates of the red spots. These spots indicate genes that are only active in
ectoderm cells. ___1C 2D 3A _____________________________
7. To coax embryonic stem cells to differentiate into ectoderm cells, scientists would want to:

turn on genes _____1C 2D 3A ________

turn off genes ______1D 2C 3B _____________
Next you need to identify which growth factors (“coaxing agents”) could be used to turn on and
turn off the specific genes you identified in your microarray studies. The work of other
researchers has previously identified the effect of various growth factors on gene expression.
Data from their research is summarized in the data table below.
Growth Factor
Turns on genes
Turns off genes
GF A
1C, 2D, and 3A
1D 2C 3B
GF B
3C, 3D, and 4A
1D 3B 4D
GF C
2A and 2D
1A 4D
GF D
1D 2C 3B
1C, 2D, and 3A
GF E
1A 4D
3C, 3D, and 4A
8. Which growth factor(s) would you select to “coax” embryonic stem cells to differentiate into
ectoderm cells? ___GF A _______________________
9. Obtain a gray undifferentiated embryonic stem cell microarray and a green mesoderm
microarray. The green spots represent genes that are active in ectoderm cells.
10. Place the green microarray over the gray microarray, matching up the circles on the two
slides.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
42
11. The green-gray spots on the overlapped microarray indicate genes that are active in both
embryonic stem cells and mesoderm cells. These genes are NOT likely to cause the
undifferentiated embryonic stem cells to differentiate into ectoderm cells.
12. List the coordinates of the gray spots. These spots indicate genes that are only active in
undifferentiated embryonic stem cells. __1D 3B 4D _____________________
13. List the coordinates of the green spots. These spots indicate genes that are only active in
differentiated mesoderm cells. ___3C 3D 4A _____________________
14. To coax embryonic stem cells to differentiate into mesoderm cells, scientists would want to:

turn on genes _____3C 3D 4A ________

turn off genes _____1D 3B 4D _______
15. Use the growth factor chart on the previous page to select the growth factor you would use
to “coax” embryonic stem cells to differentiate into mesoderm cells. Which growth factor
would you use? __________GF B _____
16. Obtain a gray undifferentiated embryonic stem cell microarray and a blue endoderm
microarray. The blue spots represent genes that are active in endoderm cells.
17. Place the blue microarray over the gray microarray, matching up the circles on the two
slides.
18. The blue-gray spots on the overlapped microarray indicate genes that are active in both
embryonic stem cells and endoderm cells. These genes are NOT likely to cause the
embryonic stem cells to differentiate into endoderm cells.
19. List the coordinates of the gray spots. These spots indicate genes that are only active in
undifferentiated embryonic stem cells. __1A 4D _____________________
20. List the coordinates of the blue spots. These spots indicate genes that are only active in
differentiated endoderm cells. ___2A 2D _____________________________
21. To coax embryonic stem cells to differentiate into endoderm cells, scientists would want to:

turn on genes _____2A 2D ________

turn off genes ______1A 4D _____________
22. Use the growth factor chart to determine which growth factor(s) could be used to “coax”
embryonic stem cells to differentiate into endoderm cells? ___GF C ______
23. Do you think you could change ectoderm cells into mesoderm cells? Explain how you
would do this or explain why this might not be possible.
Student answers will vary. Accept NO or YES and any logical explanation. If they
say yes, they might explain that they would want to turn the ectoderm cell back
into an embryonic stem cell and then change the embryonic stem cell into a
mesoderm cell. They might also put the microarray for an ectoderm cell on top of
the microarray for a mesoderm cell and then select genes that should be turned
on and off.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
43
Controlling Stem Cell Differentiation
Summary:
Students use simulated growth factors, embryonic stem cells, and tissue specific (adult) stem
cells to produce tissues that could be used to treat human diseases.
Objectives:
Students will…

Follow a flow chart to simulate the use of growth factors and embryonic stem cells to
create specialized cells that could be used to treat human diseases.

Follow a flow chart to simulate the use of growth factors and tissue specific (adult) stem
cells to create specialized cells that could be used to treat human diseases.

Explain how the cell’s environment and past history influence differentiation.

Explain why scientists think it is important to be able to do embryonic stem cell research.
Preparing for class:
1. For each student, make 1 copy of Controlling Stem Cell Differentiation - A simulation.
2. For each team of 2-4 students, prepare a lab activity kit that contains:

1 colored chart (Growth Factors Involved in Stem Cell Differentiation)

6 well microtiter strip or well plate

1 microtube containing 1.5 mL tap water. Label “ESC”

1 microtube containing 1 mL colorless household ammonia. Label “ANSC”

2 plastic droppers labeled “ESC” and “ANSC

1 set of six labeled thin stem droppers containing 0.5 - 1 mL of the following
simulated growth factor solutions indicated in the table below.
Dropper Label
Fill droppers with 0.5-1.0 mL of the following solutions
GF A
Colorless household ammonia
GF B
Tap or distilled water
GF C
White distilled vinegar
GF 1
Universal Indicator Solution
GF 2
Food color solution (1 drop black food color + 100 mL water)
GF 3
Bromothymol Indicator ( 0.1 g Bromothymol + 100 mL water)
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
44
In the classroom:
1. Distribute to each student:

1 copy of Controlling Stem Cell Differentiation - A Simulation

Goggles

1 lab activity kit containing a set of simulated growth factors, simulated stem cells,
droppers, culture wells and colored chart (Growth Factors Involved in Stem Cell
Differentiation).
2. Read or explain the information in the first three paragraphs and the safety instructions.
3. Ask students to use the materials provided to complete the lab activity.
4. At the end of the activity, ask several students to share their answers to question 8 with
the class. Place an emphasis on asking for different ways that students answered
question 8 (Explain how this laboratory activity illustrates each of the following
phrases: “the cell’s environment” AND “the cell’s past history”)
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
45
Growth Factors (GF) Involved in Stem Cell Differentiation (Add 1 DROP of the appropriate growth factors)
Funding provided by NCRR Science Education Partnership Award grant RR023285
Copyright © 2008, University of Rochester
May be copied for classroom use
46
Controlling Stem Cell Differentiation - A Simulation
One of the challenges in stem cell research is developing techniques for coaxing stem cells into
differentiating into specific kinds of cells. To coax stem cells into differentiating, scientists place
them in environments that contain growth factors (“coaxing agents”). These growth factors
include proteins and biochemicals that turn on, or turn off, the expression of specific genes that
lead to differentiation.
This simulated laboratory activity gives you the chance to manipulate embryonic stem cell
differentiation. You will begin with a "culture" of embryonic stem cells and tubes of growth
factors (“coaxing agents”). By selecting a certain sequence of these factors you should be able
to create differentiated cells that could be used to treat certain diseases.
Safety: You must wear safety goggles.
Note: if the droppers in your lab kit are sealed, use scissors to cut off the sealed end of the
dropper stem.
1. Use the “ESC” dropper to transfer 4 drops of the embryonic stem cell culture (ESC) from
the microtube into each of five of the culture wells on the well strip.
2. Use the information on the Growth Factors and Stem Cell Differentiation flow chart to select
appropriate growth factors (GF) that you should add to coax the embryonic stem cells into
each of the types of cells listed in column 1. Note: Use 1 drop of the appropriate growth
factor. Read the colors immediately.
3. Write “Yes” in column 2 if you are able to create that type of differentiated cell from
embryonic stems cells.
Column 1
Differentiated Cell
Potentially Used
Types
to Treat
Skin cells
Burn injuries
(purple)
Nerve cells
Spinal cord or brain
(blue)
injury
Pancreas cells
Diabetes
(blue-green)
Muscle cells
Heart damage
(yellow)
Blood cell
Sickle cell anemia
(red)
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
Column 2
Able to Create from
Embryonic Stem Cells
Yes
Yes
Yes
Yes
Yes
47
Imagine you are a scientist who has access to a culture of tissue specific (adult) neural stem
cells. You would like to use these cells to treat brain injury.
4. Use the “ANSC” dropper to transfer 4 drops of the adult neural stem cell culture (ANSC)
from the microtube into the remaining well on the well strip.
5. Use the information on the flow chart to select appropriate growth factors (GF) that you think
you could add to coax the tissue specific (adult) neural stem cells into cells that could be
used to treat brain injury.
6. Can you change a tissue specific (adult neural) stem cell into a cell that could be used to
treat brain injury? Yes__ Explain how. ____By adding GF-3_______
7. Do you think that you could add growth factors to adult neural stem cells and turn them into
differentiated blood cells? Why or why not?
Students may answer Yes or No. Their explanation should correlate logically.
8. Explain why scientists think it is important to be able to do research using embryonic stem
cells.
Student answers may vary. But most common answer will be that you can change
them into many different kinds of cells to treat many different diseases.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
48
Quote from a biology textbook:
“During differentiation, different parts of a cell’s genetic instructions are used in different
types of cells, and are influenced by the cell’s environment and the cell’s past history.”
Quote from article Cell Decisions:
(http://www.rochester.edu/pr/Review/V69N1/feature1.html)
“In thinking about stem cells, it’s helpful to imagine the process of cell differentiation as a
tree. At the roots are embryonic stem cells, and at the end of each different branch are the
differentiated cells of the body. As a stem cell proceeds along each developmental
branch, it becomes more specialized and loses its potential to produce different types of
cells. A stem cell can move forward and produce the cell types ahead of it on the branch,
but scientists generally believe that cells normally can’t move backward and produce the
cells behind them or the cells on a different branch.”
9. In your own words, explain what is meant by each of the following sentences:

Cell differentiation is determined by the cell’s environment.”
Substances like growth factors or contact with other cells can influence
how a cell differentiates.

Cell differentiation is determine by the cell’s past history”
When a cell becomes specialized it loses its potential to produce different
types of cells. A stem cell can move forward and produce the cell types
ahead of it on the branch, but scientists generally believe that cells
normally can’t move backward and produce the cells behind them or the
cells on a different branch.”
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
49
Treating a broken heart
Summary:
Students read a scenario about a heart attack patient who has been asked to participate in a
clinical trial to test a new stem cell treatment. They discuss what people should understand
before they participate in a clinical trial for an experimental stem cell therapy.
Objectives:
Students will

Read a scenario about a clinical trial to test a new stem cell therapy

List what they know and would want to know about the scenario
Preparing for class:
Make one copy of each of the following handouts per student:

Treating a Broken Heart scenario

(optional) A folder or envelop containing to following handouts:
o
Stem Cells: Treating a Broken Heart article
o
Volunteering for a Clinical Trial brochure
o
Simulated Informed Consent Form
In the classroom:
1. (optional) Consider showing the video “Stem Cells: Seeds of Hope” to introduce the
concept of stem cell therapy.
(http://www.teachersdomain.org/resources/tdc02/sci/life/cell/stemcellvid/assets/tdc0
2_vid_stemcellvid/tdc02_vid_stemcellvid_56_mov.html
2. Distribute Treating a Broken Heart to each student. Ask them to work individually to
read the scenario and answer the questions.
3. Students should work in teams of 3-5 students to make a poster that lists what they know
and what questions the family should ask the doctor.
4. Ask students to share ONE of their questions with the class and identify a specific type of
resource (person or information source) that they could use to find the answer to their
question.
5. (optional) Provide the folder/envelope of handouts and ask students to read to find the
answers to their questions.
6. (optional) Ask students which of their poster questions have not been answered by what
they read. Discuss how they might find the answers to these questions.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
50
Treating a Broken Heart
Your 40 year-old mother has just had a heart attack. Her doctor says that she is lucky because
the hospital is conducting the first clinical trial (experiment using human subjects) to test the
safety and effectiveness of CardioStem. CardioStem is a new stem cell therapy for heart attack
patients that researchers hope will repair damaged heart muscle. Patients who participate in
this clinical trial will receive either an injection of CardioStem or an injection of a placebo.
Your mother has a week to decide whether she will sign the informed consent form to agree to
be a participant in this clinical trial. She has asked you to help her decide what she should do.
1. What do you know?
Student answers will vary.
2. What questions could your family ask to help your mother make this decision?
Student answers will vary.
3. Do you think that your mother should sign the informed consent form for the CardioStem
treatment? Explain why or why not.
Student answers will vary.
4. What other information sources (people or print materials) might your family consider
consulting before making a final decision? BE SPECIFIC!
Student answers will vary.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
51
What is a Clinical Trial?
How are volunteers protected?
How are volunteers protected?
A clinical trial is the term for any test or study
of an investigational drug, device, or other
medical treatment in human subjects. Some
clinical trials may test already approved (on
the market) medications or devices.
Your study doctor and the research team are
concerned about your health and safety. If
you have any questions or think you are
having a study related problem, you should
contact them right away.
Researchers are constantly looking for better
or new ways for treating illness and disease.
Clinical trials are designed to determine
whether the investigational drug, device or
treatments are safe and effective for people
to use. Clinical trials attempt to show that the
investigational treatment is better than, as
good as, or not better than the standard
treatments available.
Federal regulations require that you be given
complete information about the trial before
you agree to participate. This is known as
informed consent. You will be told:
Before you can be in the trial, you must sign a
consent form showing that you have been
given this information and that you
understand it. So make sure you understand
all the information first and ask the person
giving you the information to explain anything
you do not understand.
Why do people volunteer?



There are several reasons why people
volunteer for clinical trials but for most, it is
the possibility to help themselves and to help
others who may benefit from developing a
new medication or treatment.
Who conducts clinical trials?
Clinical trials are sponsored by government
agencies such as the National Institutes of
Health (NIH), foundations such as the
American Cancer Society and the Kidney
Foundation,
pharmaceutical
companies,
device manufacturers, research institutions,
individual physicians, and other health
organizations. The sponsor is responsible for
designing a protocol, which is the study plan
that the investigator follows. Only trained
investigators (doctors, nurses and medical
researchers) actually conduct the study.
1
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use








That the trial involves research
The purpose of the research
How long the trial is expected to take
What will go on in the study and which
parts are experimental
Possible risks or discomforts
Possible benefits
Other alternatives that are available
instead of the research treatment
That the FDA and others may inspect the
study records, but the records will be kept
in a confidential manner
Whether medical treatments may be
available if you have side effects, what
the treatments are, where you can get
them and who will pay for them
Who you can contact with questions
about the trial, your rights as a research
subject, and injuries related to the
research
That being in the trial is voluntary and that
you can quit at any time without otherwise
affecting your treatment or the services
you receive
2
Clinical trials, by law, must be approved and
monitored by an institutional review board
(IRB). The IRB checks to see that there is the
least possible risk to volunteers and that the
risks are reasonable in relation to any
expected benefits. The IRB reviews the plan
for volunteer selection for fairness and that
informed consent is obtained correctly.
Who can participate?
Every clinical trial has guidelines about who is
eligible. There are certain requirements about
your health, medical condition, medications,
age and other things.
What can I expect?
More than anything else, you have the right to
expect complete information about the trial.
You should not participate in a clinical trial
unless all your questions have been
answered in a way you can understand. You
should also understand your commitment to
the trial. You will need to follow the
investigator’s instructions carefully.
3
52
What are the risks?
There may be side effects or adverse
reactions to the medications or treatments.
Because the treatments being studied are
new, the doctors do not always know what
the side effects will be. While it is possible
that some side effects could be permanent or
life threatening, most are temporary and can
be treated or go away when the treatment is
stopped.
Many studies require that neither the subject
nor the doctor know whether the subject is
receiving the experimental treatment, the
standard treatment or a placebo (an inactive
substance that looks like the drug being
tested).
What kinds of questions should I
be asking?
Here are some questions to ask the doctor to
help you decide if you want to take part in a
clinical trial:






What are the benefits?
There may or not be a direct benefit to you if
you volunteer for a clinical trial. Your health or
your health condition may get better as a
result of your participation, it may stay the
same or it may even get worse. No one can
completely predict the outcome of a clinical
trial or how it might affect you. The study may
result in information that will help others in the
future.




What is the study trying to find out?
Who is sponsoring the study?
What kinds of tests and exams will I have
to take while I am in the study? How
much time do these take? What is
involved in each test? Are these extra
tests?
How often does the study require me to
go to the doctor or clinic?
Will I be hospitalized? If so, how often
and for how long?
What are the costs to me? Will my health
insurance pay for it?
Will there be follow-up?
What happens at the end of the study?
What are my other treatment choices?
How do they compare with the treatment
being studied?
What side effects can I expect from the
treatment being tested? How do they
compare with side effects of standard
treatment? How long will they last?
Volunteering for a
Clinical Trial
Important information you
need to know
Questions, concerns, or feedback about human research
at the University of Rochester, can be directed to a
Human Subjects Protection Specialist at the University
of Rochester Research Subjects Review Board, Box
315, 601 Elmwood Ave., Rochester, NY 14642-8315;
Telephone: 585/276-0005; for long distance, call toll
free: 877/449-4441.
4
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
5
53
Stem Cells: Treating a Broken Heart
More than half a million Americans each year
have their first heart attack, a sudden
blockage of an artery that deprives heart
muscle of blood and oxygen. The resulting
injury and scarring often contribute to a
gradual loss of the heart’s pumping strength,
a condition known as congestive heart failure.
University Medical Center researchers today
announced the launch of a clinical trial that
will examine whether transplanted stem cells
can be safely used to treat damaged heart
muscle in patients just after their first heart
attack. As part of the fast emerging science of
regenerative medicine, labs worldwide are
attempting to replace damaged tissue with
new cells, much in the same way as
salamanders re-grow limbs.
Source:
http://news.bbc.co.uk/1/shared/spl/hi/pop_ups/03/health_stem_cell_guide/html/4.stm
“The potential to re-build damaged heart muscle by implanting stem cells that then
become new muscle cells is one of the most exciting in cardiology,” said Alice Jones,
M.D., assistant professor of Cardiology at the medical center and principal investigator
for the current study. “This study will seek to ensure that stem cell therapy is safe in
treating heart failure, a major cause of death in heart attack survivors.
This clinical trial involving heart attack patients will seek to demonstrate the safety, and
roughly measure efficacy, of three intravenous doses of tissue specific (adult) human
stem cells versus placebo in lessening damage to heart muscle within ten days of first
heart attack. The treatment recently passed an early safety test and has been approved
for study in more patients at higher doses. That process will get underway shortly in
Rochester.
Forty-eight patients will participate in the trial. Male and female patients are eligible
and must be between the ages of 21 and 85 and in good overall health, with the
exception of a recent heart attack. Trial entry must occur within 10 days of first heart
attack, and patients will be followed for two years afterward.
The trial is designed to evaluate safety of treatment with stem cells obtained from
healthy, unrelated, adult donors (not from a fetus, embryo or animal). CardioStem,
developed by StemCell Therapeutics, Inc., is not yet an approved or marketed therapy.
Researchers hope that the use of transplanted stem cells to replace lost heart muscle
cells will do what current treatments cannot: prevent heart muscle loss after heart
attack. Animal studies have shown that MSCs injected into heart muscle following a
heart attack decreased the death of muscle cells and increased pumping strength.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
54
This new study is a randomized, double-blind, placebo-controlled, Phase I clinical trial
with patients randomized to receive either an injection of 0.5 million, 1.6 million or 5.0
million cultured adult mesenchymal stem cells (CardioStem) per kilogram of body
weight, or placebo.
Along with the treatment or placebo, all patients will receive standard treatment,
including techniques to maximize blood flow to damaged areas, pain relief, oxygen, anticoagulants, beta-blockers, nitrates, ace-inhibitors and advice on reducing risk factors.
Experts believe that mesenchymal stem cells for many reasons have tremendous
potential to become the basis for a powerful new treatment area in cardiology. For
instance, research has shown that MSCs, like Blood Type O, are universally compatible,
meaning they can be transplanted from person to person without fear of rejection by the
recipient’s immune system.
Other approaches – like harvesting stem cells from the patients’ own tissue – can be
expensive, time-consuming and limited in the numbers of cells produced. Stem cells
donated by other humans (allogenic) make possible the storage of stem cell supplies
ready for immediate use as heart attack patients arrive at hospitals.
From a small sample of bone marrow, researchers can grow billions of allogenic stem
cells in cultures, controlled environments that mimic human tissue. Cultured MSCs are
used already in the treatment of some cancers.
While previous studies injected cells directly into the heart, scientists hope that MSCs
can be delivered to the heart by a standard injection in the arm. MSCs actually home in
on the tissue damaged by heart attack. It has been shown that higher animals store
MSCs in the bone marrow, and release them into the blood stream after injury, where
they can rush to the site of damage to aid in wound repair the same way that white blood
cells rush in to fight infection.
Several questions remain about whether MSC treatments will be effective for repairing
damaged hearts. For example, implanted stem cells have been shown in some studies to
only partly differentiate, with the end result lacking some of the characteristics of a
mature heart muscle cell. Also, early studies also found that most implanted MSCs
either re-enter the circulation or die rather than engraft to the heart muscle wall to form
new muscle cells.
Modified from: http://www.urmc.rochester.edu/pr/news/story.cfm?id=1001
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
55
University Hospital Research Institute
Informed Consent Form
This Informed Consent Form is for men and women who have sought treatment at the
University Hospital for a heart attack. We are inviting patients to participate in research
to investigate CardioStem, a new treatment for heart attack patients.
The study described in this consent form is being conducted by Dr. Alice Jones, of the
University Hospital Research Institute. The study is funded by the National Institutes of
Health.
This Informed Consent Form has two parts:
 Part 1: Information Sheet – to share information about the research with you
 Part 2: Certificate of Consent – for signatures if you agree to take part
PART 1: Information Sheet
Introduction
I am Dr. Alice Jones, working for the University Hospital Research Institute. We are
doing research on the use of CardioStem, a stem cell therapy to prevent congestive heart
failure following a heart attack. I am going to give you information and invite you to be
part of this research. You do not have to decide today whether or not you will participate
in the research. Before you decide, you can talk to anyone you feel comfortable with
about the research. There may be some words that you do not understand. Please ask
me to stop as we go through the information and I will take time to explain. If you have
questions later, you can ask them of me, the study doctor or the staff.
Purpose
The purpose of this research study is to investigate a new treatment for heart attack
patients. The drugs that are currently used to treat heart attack patients do not always
cause the patient to get better. For some patients, their heart disease may continue to
worsen even with treatment. This may lead to congestive heart failure, a condition in
which damaged heart muscle cannot pump blood enough blood to the body’s other
organs. If administered within ten days of a first heart attack, CardioStem treatment
has the potential to rebuild damaged heart muscle by implanting tissue specific (adult)
stem cells that then become new heart muscle cells. Current treatments for heart
attacks (perfusing oxygen, anticoagulants, beta blockers, nitrates, ace-inhibitors, and
reduction of risk factors) have not proven as effective as we would like in reducing the
incidence of congestive heart failure in patients who had a heart attack. CardioStem is a
new treatment which may work better. The reason we are doing this research is to find
out if CardioStem, is better than the standard treatment.
Type of research intervention
This research will involve three injections of CardioStem (mesenchymal stem cells) into
the vein in your arm. These injections will be administered before you leave the
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
56
hospital. The study will require four follow-up visits to the clinic where we will test your
heart rhythm, ejection fraction, pulmonary function, and general health.
Participant Selection
We are inviting all adults with who have had a heart attack to participate in the research
on the new treatment.
Voluntary Participation
Your participation in this research is entirely voluntary. It is your choice whether to
participate or not. Whether you choose to participate or not, all the medical services you
currently receive will continue and nothing will change. You may change your mind later
and stop participating even if you agreed earlier.
Information on CardioStem
The treatment we are testing in this research is called CardioStem. CardioStem is made
by isolating mesenchymal stem cells from bone marrow donated by adults. The
injection of mesenchymal stem cells into veins has been tested and shown to be
beneficial in treating mice with damaged heart muscle. Research done on human
subjects has shown that transplanted mesenchymal stem cells do not induce an immune
response or a graft-vs-host reaction. CardioStem has been used to treat other diseases
during other clinical trials with no side-effects or adverse reactions. We now want to
test CardioStem on people who have had a heart attack to see if this treatment is
effective on decreasing the percentage of heart attack patients who develop congestive
heart failure. This type of research is called a "Phase 2" trial.
CardioStem is made by StemCell Therapeutics, Inc. You should know that Phase I
studies have shown that CardioStem, when given at the dosage we will be using in this
clinical trial, was well tolerated by the study subjects. We do not anticipate and
problems or risks as a result of CardioStem treatment.
Some participants in the research will not be given the treatment which we are testing.
Instead, they will be only be given only the standard treatment typically given to all
heart attack patients.
Procedures
Because we do not know if CardioStem treatment is better than the currently available
treatments for heart attack patients, we need to compare the two. To do this, we will put
clinical trial participants taking part in this research into two groups. The groups are
selected by chance, as if by tossing a coin.
Participants in one group will be given CardioStem treatment along with the standard
treatments given to all heart attack patients. Participants in the other group will be
only be given the standard heart attack treatments. It is important that neither you nor
we know whether you have been given CardioStem. This information will be in our files,
but we will not look at these files until after the research is finished. This is the best way
we have for testing without being biased—influenced by what we think or hope might
happen.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
57
We will then compare which of the two groups has the best results. The healthcare
workers will be looking after you and the other participants very carefully during the
study. If we are concerned about what the drug is doing, we will find out which
treatment you are getting and make changes. If there is anything you are concerned
about or that is bothering you about the research please talk to me or one of the other
researchers
Participants in the group that will be given only the standard treatment will receive a
dose of a placebo instead of doses of CardioStem. A placebo or inactive medicine looks
like real medicine but it is not. A placebo has no effect on a person because it has no
real medicine in it. Sometimes when we want to know whether a new medicine is good,
we give some people the new medicine and some people the placebo. For the research
to be good, it is important that you do not know whether you have been given the real
treatment or the placebo. This is one of the best ways we have for knowing what the
treatment we are testing really does.
You will receive the treatment of your condition according to national guidelines. This
means that you will receive CardioStem through a vein in your arm (called an
intravenous injection). To obtain baseline data on the extent of your heart damage, we
will do an EKG, an MRI, a Pulmonary Function Test, and a general physical
examination before you leave the hospital. The results of these tests will be used only
for our research.
Description of the Process
During the research you will make five visits to our medical clinic—1 month, 3 months, 6
months, 12 months, and 24 months. During each visit we will do an EKG, an MRI, and a
Pulmonary Function Test. We will also ask you a few questions about your general
health and perform a general physical examination.
Duration
This research will take place over 2 years. During that time, it will be necessary for you
to come to the clinic five times. Each clinic visit should be about four hours long. At the
end of two years, the research will be finished.
Side Effects
As already mentioned, CardioStem treatment has been well-tolerated by patients during
previous clinical trials. But there is always that possibility that it may also cause some
short-term or long-term problems that we are not aware of. However, we will follow you
closely and keep track of any unwanted effects or any problems. We may use some
other medicines to decrease the symptoms of the side effects or reactions. If this is
necessary we will discuss it together with you and you will always be consulted before we
move to the next step
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
58
Risks
By participating in this research it is possible that you will be at greater risk than you
would otherwise be. There is, for example, a risk that your disease will not get better
and that the new treatment (CardioStem) when given in combination with standard
treatments does not increase your chances of getting better when compared to the
standard treatment only. There is also a risk that you will have some unwanted side
effects or problems.
Discomforts
By participating in this research it is possible that you may experience some discomfort
such as needle sticks from the injections or follow-up testing procedures.
Benefits
If you participate in this research, you will have the following benefits: any interim
illnesses will be treated at no charge to you. There may not be any benefit for you but
your participation is likely to help us find the answer to the research question. There
may not be any benefit to the society at this stage of the research, but people are likely to
benefit from this research in the future.
Incentives
We will give you $20 for each clinic visit to pay for your travel to the clinic. You will not
be given any other money or gifts to take part in this research.
Research Related Injury
In the event that this research activity results in an injury, treatment will be available,
including first aid, emergency treatment and follow-up care as needed. Care for such
injuries will be billed in the ordinary manner, to you or your insurance company. The
sponsor of the study has some funds available to pay for care for injuries resulting
directly from being in this study. If you think that you have suffered a research related
injury and that you may be eligible for reimbursement of some medical care costs, let
the study physicians know right away.
Confidentiality
It is possible that if others in the community are aware that you are participating in this
research, they may ask you questions. We will not be sharing the identity of those
participating in the research with anyone. The information that we collect from this
research project will be kept confidential. Information about you that will be collected
during the research will not be identified by your name but by a number. Only the
researchers will know what your number is and they will lock that information up with a
lock and key. It will not be shared with or given to anyone except Dr. Jones and her
research team, the National Institutes of Health (they are the research sponsors), and
your own medical doctor.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
59
Sharing the Results
The knowledge that we get from doing this research will be shared with you before it is
made widely available to the public. Confidential information will not be shared. After
the research is completed, we will publish the results in order that other interested
people may learn from our research.
Right to Refuse or Withdraw
You do not have to take part in this research if you do not wish to do so and refusing to
participate will not affect your medical treatment in any way. You will still have all the
benefits that you would otherwise have at this clinic. You may stop participating in the
research at any time that you wish without losing any of your rights as a patient here.
Your treatment at this clinic will not be affected in any way.
Alternatives to Participating
If you do not wish to take part in the research, you will be provided with the established
standard treatment available for Class IV lupus nephritis, which will be determined by
your own medical doctor.
Who to Contact
If you have any questions you may ask them now or later, even after the study has
started. If you wish to ask questions later, you may contact:
Dr. Alice Jones
University Hospital Research Institute
123 Institute Drive
Anytown, NY 12345
(555)123-4567
Alice_Jones@UHRI.org
This proposal has been reviewed and approved by the University Hospital Research
Institute’s Institutional Review Board (IRB), which is a committee whose task it is to
make sure that research participants are protected from harm. If you have any
questions or concerns regarding the study and would like to talk to someone other than
the researchers, you should contact: Mr. Robert Foster, University Hospital Research
Institute, (555)123-5678 or Robert_Foster@URHI.org.
You will be given a copy of this form to keep for your records.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
60
PART 2: Certificate of Consent
I have been invited to participate in research of a new drug to prevent congestive heart
failure due to a heart attack. I understand that it will involve receiving three injection of
CardioStem that contains mesenchymal stem cells isolated from donor bone marrow. I
understand that participation in the study includes five visits to the clinic. I have been
informed that there may be some risks to this procedure. I am aware that there may be
no benefit to me personally and that I will not be compensated beyond travel expenses. I
have been provided with the name of a researcher who can be easily contacted using the
number and address I was given for that person.
I have read the information sheet about this research study, or it has been read to me. I
have had the opportunity to ask questions about it and any questions that I have asked
have been answered to my satisfaction. I consent voluntarily to participate in this
research and understand that I have the right to withdraw form the research at any time
without in any way affecting my medical care.
Print Name of Participant _____________________________________
Signature of Participant _______________________________________
Date (day/month/year) _______________________________________
Thumb print of Participant
I have witnesses the accurate reading of the consent form to the potential participant,
and the individual has had the opportunity to ask questions. I confirm that the
individual has given consent freely.
Print Name of Witness _______________________________________
Signature of Witness _________________________________________
Date (day/month/year) _______________________________________
I have accurately read or witnessed the accurate reading of the consent form to the
potential participant, and the individual has had the opportunity to ask questions. I
confirm that he individual has given consent freely.
Print Name of Researcher _____________________________________
Signature of Researcher _______________________________________
Date (day/month/year) _______________________________________
A copy of this Informed Consent Form has been provided to the participant _______
(initialed by the researcher/assistant).
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
61
A Revolutionary Breakthrough: Induced Pluripotent Stem Cells
Summary:
Students learn about a revolutionary scientific breakthrough that enables scientists to turn
differentiated cells into pluripotent stems cells that are similar to embryonic stem cells.
Students will:

Read current news articles about induced pluripotent stem cell technology that has
revolutionized stem cell research.

Work in teams to create a product that could be used to make information about induced
pluripotent stem cells (IPSC) available to high school biology students.

Review the work of other teams to peer review the information products that they
created.
Before Class:

Science Daily has a news articles that are relatively brief and easy for average students to
read. Visit Science Daily (http://www.sciencedaily.com/) and type “induced pluripotent
stem cells) into the search box. Select 4-8 articles for printing (one set of articles per
student team).

For each team of 2-4 students, print one copy of Stem Cell Researcher Letter and one
copy of each article on induced pluripotent stem cells. Place these in an envelope or
folder.

Consider using internet search engines to locate and print additional current news
articles on “induced pluripotent stem cells.”
During Class:

Distribute one copy of folder/envelop containing the Stem Cell Researcher Letter and
articles to each student.

Read the letter aloud to the class.

Explain that there are currently few lesson resources that teachers can use to make high
school teachers aware of this revolutionary new technology.

Explain that you would like them to work in teams of 2-4 students to create ONE
information product that you could use with your future biology classes.

List the possible types of products on the board or on the overhead. (See model
transparency on the next page) You may opt to allow other types of products.
o A one-page textbook section
o A trifold brochure
o A 5-10 slide PowerPoint slide show
o A 2 minute video news broadcast
o A poster

Explain that you would like to share the information products that they create with your
colleagues.

Review the section of the researcher’s letter that describes the information that should be
included in each product.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
62
Induced Pluripotent Stem Cells
Information Products
Possible types of information products:

A one-page textbook section

A trifold brochure

A 5-10 slide PowerPoint slide show

A 2 minute video news broadcast

A poster
Information products should:

Explain how induced pluripotent stem cells
can be produced by “reprogramming”
differentiated cells.

Identify the advantages and limitations of
induced pluripotent stem cells.

Identify current and potential future uses for
induced pluripotent stem cells.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
63
University Hospital Medical Center
Stem Cell Research Institute
Dear ________________________________,
My daughter has been telling me about the stem cell lessons that you are doing
with her class. I am pleased that you have included lessons on stem cell biology
that go beyond the brief section in her textbook. I am hoping that you will consider
adding a lesson or two that make your students aware of exciting new research
that is revolutionizing work in stem cell biology.
During the past few years, stem cell researchers have developed revolutionary
techniques that allow them to reprogram differentiated cells and turn them into
pluripotent cells. These pluripotent cells, called induced pluripotent stem cells
(IPSCs) offer advantages that overcome the limitations of pluripotent stem cells
produced from blastocysts or nuclear transplantation. IPSC technology has
tremendous potential for a variety of applications for studying and possibly
developing cures for human diseases.
I have included several news articles that you and your students might find
interesting. Because IPSC research is advancing at an incredibly rapid pace, I
would also encourage you and your students to use Internet search engines to
follow the latest breakthroughs.
I am hoping that your students will willing to create information products (sample
textbook pages, PowerPoint slides, tri-fold brochures, posters, or video segments)
that could be used to make future biology students aware of induced pluripotent
stem cell research. Ideally these information products would:

Explain how induced pluripotent stem cells can be produced by
“reprogramming” differentiated cells.

Identify the advantages and limitations of induced pluripotent stem cells.

Identify current and potential future uses for induced pluripotent stem
cells.
Sincerely yours,
Joseph Jones
Joseph Jones, Ph.D.
Department of Biomedical Genetics
Stem Cell Research Institute
University Hospital Medical Center
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
64
Stem Cell Follow-Up Survey
Summary:
Students complete a public opinion survey that is similar to the one they completed at the
beginning of the stem cell unit. This activity encourages them to consider how the stem cell
activities have impacted their opinions, knowledge, and questions about stem cell research
and treatment.
Objectives:

Students will reflect on their current knowledge, questions, and concerns about stem
cells and stem cell research.

Students will answer quiz questions to demonstrate their knowledge of stem cell biology.
Preparing for class:
1. Make 1 copy of the Stem Cell Follow-Up Survey per student.
2. Optional:

Make a new stem cell survey bar graph axes poster. Obtain 1 yellow Post-It note
per student.

Make 1 copy of the Stem Cell Quiz for each student.
In the classroom:
1. Distribute a copy of the Stem Cell Follow-Up Survey to each student.
2. Ask students to work individually to complete the survey.
3. If time permits, consider one or more of the following wrap-up activities:

Ask students to share the answers to the questions with the class or with a small team
of students.

Make a new class bar graph that illustrates the results of the follow-up survey. Ask
students what conclusions they can draw when they compare this previous class
graph.

Administer the Stem Cell Quiz.
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
65
Stem Cell Follow-Up Survey
1. What are the two most important new things you learned about stem cells or stem cell
research?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. What are two concerns or questions you still have about stem cells or stem cell research?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Do you think scientists should be able to do stem cell research?
___ Yes
___ Maybe
___No
____No Opinion
4. Explain your position.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. Did you change your opinion as a result of class activities on stem cells? Explain why or
why not.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
66
6. If you were a scientist, what is one research question that you might want to ask about stem
cells that might lead to disease prevention, treatment, or cure?
I want to know:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Because when I know the answer to this question, I might be able to:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
(“Prevent, cure, or treat” diseases is NOT an acceptable answer to this question. You must
explain how or why.)
Life Sciences Learning Center
Copyright © 2008, University of Rochester
May be copied for classroom use
67